Hoachlander, G & Yanofsky, D. (2011). Making stem real. Educational Leadership, 68(6), 60-65.
(Current Journal located in the CML) Summary: STEM, Science, Technology, Engineering, and Mathematics, are a crucial initiative on the high school improvement agenda. This article focuses on how STEM is unfortunately mostly functioning in isolation from other core subjects. This article is based on a program out in California called Linked Learning. This program offers a promising comprehensive strategy to focus on STEM learning in the high school climate.
Four main elements have been identified for high-quality STEM learning. Element 1: An Integrated curriculum includes lessons across subjects that focus on the same topic. For example if you had a student working on health sciences they may explore the science and technology behind a pace maker, in English they may write a paper researching heart disease, or in foreign language students may focus on vocabulary they would need to talk to a sick patient. Element 2: Project-Based Learning includes well-designed project based instruction. These would be authentic assessments to help children to make real connections with a topic. For example, students would compare two different electrocardiograms, one of a healthy heart and one of a diseased heart. Element 3: Work-based learning where students would experience a health career in the field. This is not only about career awareness, but also could possibly give student the opportunity to create internships that will be valuable for their future. Element 4: Continuous improvement involves teachers relating the integrated curriculum to standards. Teachers would need professional development in Linked Learning. The major hope of programs like Linked Learning is to improve student engagement. Reflection:
Making Stem Real is a very useful article for teachers who are trying to implement STEM based teaching in their schools. This article is not only useful for that. But also has many resources for teachers who would like to put more inquiry based activities in their classrooms, more authentic assessments or just engage their students more by taking the boredom out of learning. One concern I thought of while reading this article was the individualized pathways. STEM programs would include very specific pathways like health sciences, engineering, and green technology. What would happen with a student who decided that they hated this path? Would it be easy for these students to switch programs? I also wonder what students who are not interested in STEM based knowledge would do? Although these seem like great ideas, I wonder how schools would find the resources to make this a reality. Either way as I mentioned the article has many great resources for Science and Math teachers to incorporate authentic activities in the classroom.
Leadership, 68(6), 60-65.
(Current Journal located in the CML)
Summary: STEM, Science, Technology, Engineering, and Mathematics, are a crucial initiative on the high school improvement agenda. This article focuses on how STEM is unfortunately mostly functioning in isolation from other core subjects. This article is based on a program out in California called Linked Learning. This program offers a promising comprehensive strategy to focus on STEM learning in the high school climate.
Four main elements have been identified for high-quality STEM learning. Element 1: An Integrated curriculum includes lessons across subjects that focus on the same topic. For example if you had a student working on health sciences they may explore the science and technology behind a pace maker, in English they may write a paper researching heart disease, or in foreign language students may focus on vocabulary they would need to talk to a sick patient. Element 2: Project-Based Learning includes well-designed project based instruction. These would be authentic assessments to help children to make real connections with a topic. For example, students would compare two different electrocardiograms, one of a healthy heart and one of a diseased heart. Element 3: Work-based learning where students would experience a health career in the field. This is not only about career awareness, but also could possibly give student the opportunity to create internships that will be valuable for their future. Element 4: Continuous improvement involves teachers relating the integrated curriculum to standards. Teachers would need professional development in Linked Learning. The major hope of programs like Linked Learning is to improve student engagement.
Reflection:
Making Stem Real is a very useful article for teachers who are trying to implement STEM based teaching in their schools. This article is not only useful for that. But also has many resources for teachers who would like to put more inquiry based activities in their classrooms, more authentic assessments or just engage their students more by taking the boredom out of learning. One concern I thought of while reading this article was the individualized pathways. STEM programs would include very specific pathways like health sciences, engineering, and green technology. What would happen with a student who decided that they hated this path? Would it be easy for these students to switch programs? I also wonder what students who are not interested in STEM based knowledge would do? Although these seem like great ideas, I wonder how schools would find the resources to make this a reality. Either way as I mentioned the article has many great resources for Science and Math teachers to incorporate authentic activities in the classroom.